The Research Clearinghouse serves as a collection of education research materials, information, policies and practices inside and outside of Princeton University. You can find research on Early Childhood, K-12, Higher Ed and an archive of faculty projects. Education related senior theses and doctoral theses are also listed by year.
Families are small schools, and parents are children’s first teachers. Every child in America is being home schooled in the sense that children’s expectations, aspirations, and early abilities are shaped at home. Their behaviors, learned skills, and knowledge are forged in the crucible of parent‐child interactions. Yet we know surprisingly little about the nature, frequency, or quality of these interactions.
Funded by the Education Research Section, Project ADVISE (Analytics and Data Visualization for International Student and Education) brings alive analytics and data on international students and education to inform policymakers, researchers, and the general public. ADVISE provides information based on rigorous academic research that utilizes big data and quantitative methodologies to answer policy-relevant questions.
Since 2014-15, the New York City High School Admissions Study has been developing, implementing, and evaluating a range of informational interventions to help NYC 8th graders make more informed high school choices. The aim of these interventions is for less-advantaged students to choose and ultimately enroll in schools that help them succeed academically, reducing educational inequality and the impact of family background on life outcomes.
NEW YORK CITY — New York state numbers tell the story confirming there is coronavirus spread in schools and teachers are at risk, according to one education policy expert.
Stacey Sinclair's findings suggest that underperformance by minorities in academic domains may be driven by the effect implicit racial biases have on educators' pedagogical effectiveness.
Casey Lew-Williams and coauthor indicate infancy is the foundational period for learning from adults, and the dynamics of the social environment have long been considered central to children’s development. In this paper, the authors reveal a novel, naturalistic approach for studying live interactions between infants and adults.